The use of objective structured clinical examination (OSCE) for detecting and correcting teaching-learning errors in physical examination
作者:
SethuramanK. R.,
期刊:
Medical Teacher
(Taylor Available online 1993)
卷期:
Volume 15,
issue 4
页码: 365-368
ISSN:0142-159X
年代: 1993
DOI:10.3109/01421599309006658
出版商: Taylor&Francis
数据来源: Taylor
摘要:
The innovative use of Objective Structured Clinical Examination (OSCE) to detect and correct teaching-learning (T-L) errors in clinical skills is described. The group performance errors could be classified as Type I (faulty performance or omission of a step), Type II (failure to recognize or correctly interpret a clinical sign) or combined (Type I&II) errors. Type I errors were due to ineffective or absent T-L experiences. Type II errors were due to poor concept attainment or inability to discriminate between the differences in a clinical sign. Clinical demonstration during feedback was effective in eliminating Type I errors. Correcting Type II errors of the group needed more time and effort and was only partially effective.
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